Teaching primary school and values: differences between Spain and Italy

Article Sidebar

PDF (Español (España))
Published: Sep 10, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v1.349
Keywords:
Teaching style teachers’ evaluation teachers’ values teachers’ self perceived competence international comparisons between teachers primary school

Main Article Content

Martina Di Loreto
Universita di Burgos
Valeria Caggiano
Universita Roma tre
Miguel Ángel Carbonero
Universita di Valladolid

Abstract

Primary School teachers carry out a crucial role in education and future adults development, therefore it turns out to be fundamental to study their educational styles to identify the necessary competencies and skills to provide an education as complete and balanced as possible. The present research, starting from the already undertaken Spanish studies using the ECAD-EP scale (Self- Percieved Competencies Evaluation Scale), aims to investigate theaching styles inside an italian sample of primary school’s theachers, to compare them with the Spanish datas. Beside that, it deepens the personal values topic, to highlight the latter’s influence on theachers’ theaching styles.

Downloads

Download data is not yet available.

Article Details

How to Cite
Di Loreto, M., Caggiano, V., & Carbonero, M. Ángel. (2014). Teaching primary school and values: differences between Spain and Italy. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 55–68. https://doi.org/10.17060/ijodaep.2014.n1.v1.349
Issue
Vol. 1 No. 1 (2014): DEVELOPMENTAL PSYCHOLOGY
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Bandura, A. (1996). Self-efficacy: The exercise of control. New York: Freeman.

Brady, Laurie (2011) Teacher Values and Relationship: Factors in Values Education. Australian Journal of Teacher Education: Vol. 36: Iss. 2, Article 5

Caprara, G. V., Scabini, E., Steca, P., & Schwartz, S. H. (2011) (Eds.). I valori nell’Italia contemporanea [Values in contemporary Italy]. Milan, Italy: Franco Angeli.

Caprara, G.V., Scabini, E., Steca, P., & Schwartz S.H. (eds.) (2011). I valori nell’Italia contemporanea. Milano: FrancoAngeli.

Liston, D., y Zeichner, K. M. (1993). La formación del profesorado y las condiciones sociales de la enseñanza. Madrid: Morata.

Lovat, T., Toomey, R., & Clement, N. (Eds.). (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer. p. 261-272.

Madariaga, J. M., y Goñi, A. (2009). Psychosocial Development. Revista de Psicodidáctica, 14(1), 95-118.

Ros, M., Schwartz, S. H., & Surkiss, S. (1999). Basic individual values, work values, and the meaning of work. Applied Psychology: An International Review, 48, 49 – 71.

Sandulli A . (2003), Il sistema nazionale di istruzione, Il Mulino, Bologna.

Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues, 50, 19-45.

Schwartz, S. H., & Bardi, A. (2001). Value hierarchies across cultures: Taking a similarities perspective. Journal of Cross Cultural Psychology, 32, 268 –290.

Schwartz, S. H., Melech, G., Lehmann, A., Burgess, S., & Harris, M. (2001). Extending the crosscultural validity of the theory of basic human values with a different method of measurement. Journal of Cross Cultural Psychology, 32, 519-542.

Shavelson, R. J., y Stern, P. (1989). Investigación sobre el pensamiento pedagógico del profesor, sus juicios, decisiones y conducta. En J. Gimeno Sacristán y A. Pérez Gómez. (Eds.), La enseñanza: su teoría y su práctica (pp. 372-419). Madrid: Ediciones Akal.

Tirri, K. (2010). Teacher values underlying professional ethics, in T. Lovat, R. Toomey and N. Clement (Eds). International research handbook on values education and student wellbeing. Dordrecht:

Springer.

Valdivieso, J., Carbonero M. A. y Martín L. J. (2013). La competencia docente autopercibida del profesorado de Educación Primaria: Un nuevo cuestionario para su medida. Revista de Psicodidáctica, 18(1), 47-80.

Zeichner, K. (1993). Traditions of practice in U.S. preservice teacher education programs. Teaching and Teacher Education, 9(1), 1-13. doi: 10.1016/0742-051X(93)90011-5.